ScienceQA Raw Data Summary

Dataset statistics

Number of variables	15
Number of observations	21208
Missing cells	10876
Missing cells (%)	3.4%
Duplicate rows	0
Duplicate rows (%)	0.0%
Total size in memory	1.6 MiB
Average record size in memory	80.9 B

Variable types

Categorical	13
Unsupported	1
Numeric	1

Alerts

`image` has constant value "image.png"	Constant
`question` has a high cardinality: 9122 distinct values	High cardinality
`hint` has a high cardinality: 4652 distinct values	High cardinality
`category` has a high cardinality: 127 distinct values	High cardinality
`skill` has a high cardinality: 379 distinct values	High cardinality
`lecture` has a high cardinality: 262 distinct values	High cardinality
`solution` has a high cardinality: 12952 distinct values	High cardinality
`pid` is highly overall correlated with `answer` and 5 other fields	High correlation
`answer` is highly overall correlated with `pid`	High correlation
`task` is highly overall correlated with `pid`	High correlation
`grade` is highly overall correlated with `pid`	High correlation
`subject` is highly overall correlated with `pid` and 1 other fields	High correlation
`topic` is highly overall correlated with `pid` and 1 other fields	High correlation
`split` is highly overall correlated with `pid`	High correlation
`hint` is highly imbalanced (52.2%)	Imbalance
`task` is highly imbalanced (83.4%)	Imbalance
`image` has 10876 (51.3%) missing values	Missing
`pid` is uniformly distributed	Uniform
`pid` has unique values	Unique
`choices` is an unsupported type, check if it needs cleaning or further analysis	Unsupported

Reproduction

Analysis started	2023-09-17 07:41:59.147843
Analysis finished	2023-09-17 07:46:37.418922
Duration	4 minutes and 38.27 seconds
Software version	pandas-profiling v3.6.6
Download configuration	config.json

question
Categorical

Distinct	9122
Distinct (%)	43.0%
Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?	599
Which country is highlighted?	468
What is the name of the colony shown?	398
Will these magnets attract or repel each other?	317
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?	277
Other values (9117)	19149

Length

Max length	862
Median length	605
Mean length	69.660081
Min length	14

Characters and Unicode

Total characters	1477351
Distinct characters	93
Distinct categories	13 ?
Distinct scripts	3 ?
Distinct blocks	4 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	7891 ?
Unique (%)	37.2%

Sample

1st row	Which of these states is farthest north?
2nd row	Identify the question that Tom and Justin's experiment can best answer.
3rd row	Identify the question that Kathleen and Bryant's experiment can best answer.
4th row	Which figure of speech is used in this text? Sing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans. —Homer, The Iliad
5th row	Which of the following could Gordon's test show?

Common Values

Value	Count	Frequency (%)
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?	599	2.8%
Which country is highlighted?	468	2.2%
What is the name of the colony shown?	398	1.9%
Will these magnets attract or repel each other?	317	1.5%
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?	277	1.3%
Which of the following contains a vague pronoun reference?	261	1.2%
Which continent is highlighted?	228	1.1%
Which property do these three objects have in common?	194	0.9%
Which closing is correct for a letter?	157	0.7%
Which sentence states a fact?	151	0.7%
Other values (9112)	18158	85.6%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	22165	8.6%
is	11293	4.4%
which	10432	4.1%
of	9168	3.6%
a	7897	3.1%
what	5859	2.3%
in	5688	2.2%
this	3981	1.6%
to	2774	1.1%
following	2642	1.0%
Other values (9622)	174859	68.1%

Most occurring characters

Value	Count	Frequency (%)
	229978	15.6%
e	146361	9.9%
t	118329	8.0%
i	91665	6.2%
a	90727	6.1%
h	86948	5.9%
o	86730	5.9%
s	80556	5.5%
n	73438	5.0%
r	61321	4.2%
Other values (83)	411298	27.8%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	1160372	78.5%
Space Separator	229978	15.6%
Uppercase Letter	39728	2.7%
Other Punctuation	37110	2.5%
Control	5577	0.4%
Dash Punctuation	1392	0.1%
Decimal Number	1223	0.1%
Close Punctuation	969	0.1%
Open Punctuation	969	0.1%
Other Symbol	17	< 0.1%
Other values (3)	16	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	146361	12.6%
t	118329	10.2%
i	91665	7.9%
a	90727	7.8%
h	86948	7.5%
o	86730	7.5%
s	80556	6.9%
n	73438	6.3%
r	61321	5.3%
c	48286	4.2%
Other values (24)	276011	23.8%

Uppercase Letter

Value	Count	Frequency (%)
W	16364	41.2%
S	2968	7.5%
I	2700	6.8%
C	2418	6.1%
T	2088	5.3%
A	1493	3.8%
B	1408	3.5%
M	1392	3.5%
D	1306	3.3%
H	1113	2.8%
Other values (16)	6478	16.3%

Other Punctuation

Value	Count	Frequency (%)
?	18734	50.5%
.	9766	26.3%
,	4349	11.7%
'	3159	8.5%
"	720	1.9%
!	220	0.6%
:	69	0.2%
;	56	0.2%
%	25	0.1%
&	12	< 0.1%

Decimal Number

Value	Count	Frequency (%)
0	383	31.3%
1	229	18.7%
2	135	11.0%
5	117	9.6%
9	82	6.7%
7	68	5.6%
8	57	4.7%
4	55	4.5%
3	54	4.4%
6	43	3.5%

Dash Punctuation

Value	Count	Frequency (%)
-	1219	87.6%
—	165	11.9%
–	8	0.6%

Close Punctuation

Value	Count	Frequency (%)
)	967	99.8%
]	2	0.2%

Open Punctuation

Value	Count	Frequency (%)
(	967	99.8%
[	2	0.2%

Space Separator

Value	Count	Frequency (%)
	229978	100.0%

Control

Value	Count	Frequency (%)
	5577	100.0%

Other Symbol

Value	Count	Frequency (%)
°	17	100.0%

Currency Symbol

Value	Count	Frequency (%)
$	11	100.0%

Nonspacing Mark

Value	Count	Frequency (%)
̩	4	100.0%

Math Symbol

Value	Count	Frequency (%)
+	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	1200100	81.2%
Common	277247	18.8%
Inherited	4	< 0.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	146361	12.2%
t	118329	9.9%
i	91665	7.6%
a	90727	7.6%
h	86948	7.2%
o	86730	7.2%
s	80556	6.7%
n	73438	6.1%
r	61321	5.1%
c	48286	4.0%
Other values (50)	315739	26.3%

Common

Value	Count	Frequency (%)
	229978	83.0%
?	18734	6.8%
.	9766	3.5%
	5577	2.0%
,	4349	1.6%
'	3159	1.1%
-	1219	0.4%
)	967	0.3%
(	967	0.3%
"	720	0.3%
Other values (22)	1811	0.7%

Inherited

Value	Count	Frequency (%)
̩	4	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	1477132	> 99.9%
Punctuation	173	< 0.1%
None	42	< 0.1%
Diacriticals	4	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	229978	15.6%
e	146361	9.9%
t	118329	8.0%
i	91665	6.2%
a	90727	6.1%
h	86948	5.9%
o	86730	5.9%
s	80556	5.5%
n	73438	5.0%
r	61321	4.2%
Other values (71)	411079	27.8%

Punctuation

Value	Count	Frequency (%)
—	165	95.4%
–	8	4.6%

None

Value	Count	Frequency (%)
°	17	40.5%
ł	6	14.3%
ż	6	14.3%
é	6	14.3%
ñ	3	7.1%
ø	1	2.4%
á	1	2.4%
è	1	2.4%
í	1	2.4%

Diacriticals

Value	Count	Frequency (%)
̩	4	100.0%

choices
Unsupported

REJECTED UNSUPPORTED

Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

answer
Categorical

Distinct	5
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

1	8542
0	8399
2	2961
3	1275
4	31

Length

Max length	1
Median length	1
Mean length	1
Min length	1

Characters and Unicode

Total characters	21208
Distinct characters	5
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	0
2nd row	1
3rd row	0
4th row	1
5th row	1

Common Values

Value	Count	Frequency (%)
1	8542	40.3%
0	8399	39.6%
2	2961	14.0%
3	1275	6.0%
4	31	0.1%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
1	8542	40.3%
0	8399	39.6%
2	2961	14.0%
3	1275	6.0%
4	31	0.1%

Most occurring characters

Value	Count	Frequency (%)
1	8542	40.3%
0	8399	39.6%
2	2961	14.0%
3	1275	6.0%
4	31	0.1%

Most occurring categories

Value	Count	Frequency (%)
Decimal Number	21208	100.0%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
1	8542	40.3%
0	8399	39.6%
2	2961	14.0%
3	1275	6.0%
4	31	0.1%

Most occurring scripts

Value	Count	Frequency (%)
Common	21208	100.0%

Most frequent character per script

Common

Value	Count	Frequency (%)
1	8542	40.3%
0	8399	39.6%
2	2961	14.0%
3	1275	6.0%
4	31	0.1%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	21208	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
1	8542	40.3%
0	8399	39.6%
2	2961	14.0%
3	1275	6.0%
4	31	0.1%

hint
Categorical

HIGH CARDINALITY IMBALANCE

Distinct	4652
Distinct (%)	21.9%
Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

	10988
Select the better estimate.	432
Select the best estimate.	413
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.	323
Select the best answer.	291
Other values (4647)	8761

Length

Max length	1910
Median length	0
Mean length	97.676113
Min length	0

Characters and Unicode

Total characters	2071515
Distinct characters	93
Distinct categories	13 ?
Distinct scripts	2 ?
Distinct blocks	4 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	3872 ?
Unique (%)	18.3%

Sample

1st row
2nd row	The passage below describes an experiment. Read the passage and then follow the instructions below. Tom placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tom launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Justin measured the distance between the catapult and the place where the ball hit the ground. Tom and Justin repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle. Figure: a catapult for launching ping pong balls.
3rd row	The passage below describes an experiment. Read the passage and then follow the instructions below. Kathleen applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bryant timed each ride. Kathleen and Bryant calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax. Figure: snowboarding down a hill.
4th row
5th row	People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below. Gordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft. So, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung. Figure: a spacecraft's parachute in a wind tunnel.

Common Values

Value	Count	Frequency (%)
	10988	51.8%
Select the better estimate.	432	2.0%
Select the best estimate.	413	1.9%
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.	323	1.5%
Select the best answer.	291	1.4%
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.	277	1.3%
Select the better answer.	241	1.1%
The objects are identical except for their temperatures.	195	0.9%
Two magnets are placed as shown.	193	0.9%
Use the data to answer the question below.	178	0.8%
Other values (4642)	7677	36.2%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	29124	8.1%
a	13317	3.7%
of	11025	3.1%
in	7977	2.2%
to	7275	2.0%
is	6665	1.9%
and	6078	1.7%
for	4348	1.2%
below	3901	1.1%
two	3356	0.9%
Other values (8272)	265869	74.1%

Most occurring characters

Value	Count	Frequency (%)
	340133	16.4%
e	226275	10.9%
t	142377	6.9%
a	141631	6.8%
o	123073	5.9%
s	118012	5.7%
i	102594	5.0%
r	100821	4.9%
n	100234	4.8%
h	87668	4.2%
Other values (83)	588697	28.4%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	1616982	78.1%
Space Separator	340133	16.4%
Other Punctuation	48830	2.4%
Uppercase Letter	47338	2.3%
Control	9948	0.5%
Decimal Number	4459	0.2%
Dash Punctuation	1867	0.1%
Close Punctuation	843	< 0.1%
Open Punctuation	843	< 0.1%
Other Symbol	244	< 0.1%
Other values (3)	28	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	226275	14.0%
t	142377	8.8%
a	141631	8.8%
o	123073	7.6%
s	118012	7.3%
i	102594	6.3%
r	100821	6.2%
n	100234	6.2%
h	87668	5.4%
l	72669	4.5%
Other values (22)	401628	24.8%

Uppercase Letter

Value	Count	Frequency (%)
T	11560	24.4%
S	4798	10.1%
A	3671	7.8%
I	2875	6.1%
F	2518	5.3%
H	2443	5.2%
R	2241	4.7%
B	2084	4.4%
C	1961	4.1%
P	1824	3.9%
Other values (16)	11363	24.0%

Other Punctuation

Value	Count	Frequency (%)
.	33586	68.8%
,	9726	19.9%
:	3370	6.9%
'	1572	3.2%
"	216	0.4%
!	139	0.3%
%	135	0.3%
/	54	0.1%
?	23	< 0.1%
;	9	< 0.1%

Decimal Number

Value	Count	Frequency (%)
0	1546	34.7%
1	836	18.7%
2	502	11.3%
5	481	10.8%
3	260	5.8%
4	239	5.4%
6	198	4.4%
7	169	3.8%
8	132	3.0%
9	96	2.2%

Dash Punctuation

Value	Count	Frequency (%)
-	1852	99.2%
—	12	0.6%
‑	2	0.1%
–	1	0.1%

Close Punctuation

Value	Count	Frequency (%)
)	839	99.5%
]	4	0.5%

Open Punctuation

Value	Count	Frequency (%)
(	839	99.5%
[	4	0.5%

Math Symbol

Value	Count	Frequency (%)
+	2	50.0%
−	2	50.0%

Space Separator

Value	Count	Frequency (%)
	340133	100.0%

Control

Value	Count	Frequency (%)
	9948	100.0%

Other Symbol

Value	Count	Frequency (%)
°	244	100.0%

Currency Symbol

Value	Count	Frequency (%)
$	20	100.0%

Final Punctuation

Value	Count	Frequency (%)
’	4	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	1664320	80.3%
Common	407195	19.7%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	226275	13.6%
t	142377	8.6%
a	141631	8.5%
o	123073	7.4%
s	118012	7.1%
i	102594	6.2%
r	100821	6.1%
n	100234	6.0%
h	87668	5.3%
l	72669	4.4%
Other values (48)	448966	27.0%

Common

Value	Count	Frequency (%)
	340133	83.5%
.	33586	8.2%
	9948	2.4%
,	9726	2.4%
:	3370	0.8%
-	1852	0.5%
'	1572	0.4%
0	1546	0.4%
)	839	0.2%
(	839	0.2%
Other values (25)	3784	0.9%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	2071197	> 99.9%
None	297	< 0.1%
Punctuation	19	< 0.1%
Math Operators	2	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	340133	16.4%
e	226275	10.9%
t	142377	6.9%
a	141631	6.8%
o	123073	5.9%
s	118012	5.7%
i	102594	5.0%
r	100821	4.9%
n	100234	4.8%
h	87668	4.2%
Other values (71)	588379	28.4%

None

Value	Count	Frequency (%)
°	244	82.2%
á	18	6.1%
ł	12	4.0%
ż	12	4.0%
ñ	9	3.0%
ë	1	0.3%
é	1	0.3%

Punctuation

Value	Count	Frequency (%)
—	12	63.2%
’	4	21.1%
‑	2	10.5%
–	1	5.3%

Math Operators

Value	Count	Frequency (%)
−	2	100.0%

image
Categorical

CONSTANT MISSING

Distinct	1
Distinct (%)	< 0.1%
Missing	10876
Missing (%)	51.3%
Memory size	165.8 KiB

image.png	10332

Length

Max length	9
Median length	9
Mean length	9
Min length	9

Characters and Unicode

Total characters	92988
Distinct characters	8
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	image.png
2nd row	image.png
3rd row	image.png
4th row	image.png
5th row	image.png

Common Values

Value	Count	Frequency (%)
image.png	10332	48.7%
(Missing)	10876	51.3%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
image.png	10332	100.0%

Most occurring characters

Value	Count	Frequency (%)
g	20664	22.2%
i	10332	11.1%
m	10332	11.1%
a	10332	11.1%
e	10332	11.1%
.	10332	11.1%
p	10332	11.1%
n	10332	11.1%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	82656	88.9%
Other Punctuation	10332	11.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
g	20664	25.0%
i	10332	12.5%
m	10332	12.5%
a	10332	12.5%
e	10332	12.5%
p	10332	12.5%
n	10332	12.5%

Other Punctuation

Value	Count	Frequency (%)
.	10332	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	82656	88.9%
Common	10332	11.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
g	20664	25.0%
i	10332	12.5%
m	10332	12.5%
a	10332	12.5%
e	10332	12.5%
p	10332	12.5%
n	10332	12.5%

Common

Value	Count	Frequency (%)
.	10332	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	92988	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
g	20664	22.2%
i	10332	11.1%
m	10332	11.1%
a	10332	11.1%
e	10332	11.1%
.	10332	11.1%
p	10332	11.1%
n	10332	11.1%

task
Categorical

HIGH CORRELATION IMBALANCE

Distinct	3
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	21.0 KiB

closed choice	20404
yes or no	600
true-or false	204

Length

Max length	13
Median length	13
Mean length	12.886835
Min length	9

Characters and Unicode

Total characters	273304
Distinct characters	17
Distinct categories	3 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	closed choice
2nd row	closed choice
3rd row	closed choice
4th row	closed choice
5th row	closed choice

Common Values

Value	Count	Frequency (%)
closed choice	20404	96.2%
yes or no	600	2.8%
true-or false	204	1.0%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
closed	20404	47.4%
choice	20404	47.4%
yes	600	1.4%
or	600	1.4%
no	600	1.4%
true-or	204	0.5%
false	204	0.5%

Most occurring characters

Value	Count	Frequency (%)
c	61212	22.4%
o	42212	15.4%
e	41816	15.3%
	21808	8.0%
s	21208	7.8%
l	20608	7.5%
h	20404	7.5%
i	20404	7.5%
d	20404	7.5%
r	1008	0.4%
Other values (7)	2220	0.8%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	251292	91.9%
Space Separator	21808	8.0%
Dash Punctuation	204	0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
c	61212	24.4%
o	42212	16.8%
e	41816	16.6%
s	21208	8.4%
l	20608	8.2%
h	20404	8.1%
i	20404	8.1%
d	20404	8.1%
r	1008	0.4%
y	600	0.2%
Other values (5)	1416	0.6%

Space Separator

Value	Count	Frequency (%)
	21808	100.0%

Dash Punctuation

Value	Count	Frequency (%)
-	204	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	251292	91.9%
Common	22012	8.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
c	61212	24.4%
o	42212	16.8%
e	41816	16.6%
s	21208	8.4%
l	20608	8.2%
h	20404	8.1%
i	20404	8.1%
d	20404	8.1%
r	1008	0.4%
y	600	0.2%
Other values (5)	1416	0.6%

Common

Value	Count	Frequency (%)
	21808	99.1%
-	204	0.9%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	273304	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
c	61212	22.4%
o	42212	15.4%
e	41816	15.3%
	21808	8.0%
s	21208	7.8%
l	20608	7.5%
h	20404	7.5%
i	20404	7.5%
d	20404	7.5%
r	1008	0.4%
Other values (7)	2220	0.8%

grade
Categorical

Distinct	12
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	21.2 KiB

grade4	3544
grade5	3086
grade3	3032
grade7	2749
grade8	2546
Other values (7)	6251

Length

Max length	7
Median length	6
Mean length	6.0724727
Min length	6

Characters and Unicode

Total characters	128785
Distinct characters	15
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	grade2
2nd row	grade8
3rd row	grade7
4th row	grade11
5th row	grade8

Common Values

Value	Count	Frequency (%)
grade4	3544	16.7%
grade5	3086	14.6%
grade3	3032	14.3%
grade7	2749	13.0%
grade8	2546	12.0%
grade6	2450	11.6%
grade2	1678	7.9%
grade10	558	2.6%
grade11	539	2.5%
grade9	491	2.3%
Other values (2)	535	2.5%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
grade4	3544	16.7%
grade5	3086	14.6%
grade3	3032	14.3%
grade7	2749	13.0%
grade8	2546	12.0%
grade6	2450	11.6%
grade2	1678	7.9%
grade10	558	2.6%
grade11	539	2.5%
grade9	491	2.3%
Other values (2)	535	2.5%

Most occurring characters

Value	Count	Frequency (%)
g	21208	16.5%
r	21208	16.5%
a	21208	16.5%
d	21208	16.5%
e	21208	16.5%
4	3544	2.8%
5	3086	2.4%
3	3032	2.4%
7	2749	2.1%
8	2546	2.0%
Other values (5)	7788	6.0%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	106040	82.3%
Decimal Number	22745	17.7%

Most frequent character per category

Decimal Number

Value	Count	Frequency (%)
4	3544	15.6%
5	3086	13.6%
3	3032	13.3%
7	2749	12.1%
8	2546	11.2%
6	2450	10.8%
1	2171	9.5%
2	2118	9.3%
0	558	2.5%
9	491	2.2%

Lowercase Letter

Value	Count	Frequency (%)
g	21208	20.0%
r	21208	20.0%
a	21208	20.0%
d	21208	20.0%
e	21208	20.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	106040	82.3%
Common	22745	17.7%

Most frequent character per script

Common

Value	Count	Frequency (%)
4	3544	15.6%
5	3086	13.6%
3	3032	13.3%
7	2749	12.1%
8	2546	11.2%
6	2450	10.8%
1	2171	9.5%
2	2118	9.3%
0	558	2.5%
9	491	2.2%

Latin

Value	Count	Frequency (%)
g	21208	20.0%
r	21208	20.0%
a	21208	20.0%
d	21208	20.0%
e	21208	20.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	128785	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
g	21208	16.5%
r	21208	16.5%
a	21208	16.5%
d	21208	16.5%
e	21208	16.5%
4	3544	2.8%
5	3086	2.4%
3	3032	2.4%
7	2749	2.1%
8	2546	2.0%
Other values (5)	7788	6.0%

subject
Categorical

Distinct	3
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	21.0 KiB

natural science	11487
language science	5371
social science	4350

Length

Max length	16
Median length	15
Mean length	15.048142
Min length	14

Characters and Unicode

Total characters	319141
Distinct characters	13
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	social science
2nd row	natural science
3rd row	natural science
4th row	language science
5th row	natural science

Common Values

Value	Count	Frequency (%)
natural science	11487	54.2%
language science	5371	25.3%
social science	4350	20.5%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
science	21208	50.0%
natural	11487	27.1%
language	5371	12.7%
social	4350	10.3%

Most occurring characters

Value	Count	Frequency (%)
e	47787	15.0%
c	46766	14.7%
n	38066	11.9%
a	38066	11.9%
s	25558	8.0%
i	25558	8.0%
l	21208	6.6%
	21208	6.6%
u	16858	5.3%
t	11487	3.6%
Other values (3)	26579	8.3%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	297933	93.4%
Space Separator	21208	6.6%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	47787	16.0%
c	46766	15.7%
n	38066	12.8%
a	38066	12.8%
s	25558	8.6%
i	25558	8.6%
l	21208	7.1%
u	16858	5.7%
t	11487	3.9%
r	11487	3.9%
Other values (2)	15092	5.1%

Space Separator

Value	Count	Frequency (%)
	21208	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	297933	93.4%
Common	21208	6.6%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	47787	16.0%
c	46766	15.7%
n	38066	12.8%
a	38066	12.8%
s	25558	8.6%
i	25558	8.6%
l	21208	7.1%
u	16858	5.7%
t	11487	3.9%
r	11487	3.9%
Other values (2)	15092	5.1%

Common

Value	Count	Frequency (%)
	21208	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	319141	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
e	47787	15.0%
c	46766	14.7%
n	38066	11.9%
a	38066	11.9%
s	25558	8.0%
i	25558	8.0%
l	21208	6.6%
	21208	6.6%
u	16858	5.3%
t	11487	3.6%
Other values (3)	26579	8.3%

topic
Categorical

Distinct	26
Distinct (%)	0.1%
Missing	0
Missing (%)	0.0%
Memory size	22.1 KiB

biology	4098
physics	3215
geography	2956
writing-strategies	1650
figurative-language	1260
Other values (21)	8029

Length

Max length	33
Median length	22
Mean length	11.760892
Min length	5

Characters and Unicode

Total characters	249425
Distinct characters	24
Distinct categories	2 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	geography
2nd row	science-and-engineering-practices
3rd row	science-and-engineering-practices
4th row	figurative-language
5th row	science-and-engineering-practices

Common Values

Value	Count	Frequency (%)
biology	4098	19.3%
physics	3215	15.2%
geography	2956	13.9%
writing-strategies	1650	7.8%
figurative-language	1260	5.9%
chemistry	1194	5.6%
earth-science	1152	5.4%
science-and-engineering-practices	924	4.4%
units-and-measurement	870	4.1%
reference-skills	724	3.4%
Other values (16)	3165	14.9%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
biology	4098	19.3%
physics	3215	15.2%
geography	2956	13.9%
writing-strategies	1650	7.8%
figurative-language	1260	5.9%
chemistry	1194	5.6%
earth-science	1152	5.4%
science-and-engineering-practices	924	4.4%
units-and-measurement	870	4.1%
reference-skills	724	3.4%
Other values (16)	3165	14.9%

Most occurring characters

Value	Count	Frequency (%)
e	25968	10.4%
i	25405	10.2%
s	19624	7.9%
g	19500	7.8%
r	16199	6.5%
a	15727	6.3%
o	14556	5.8%
n	14464	5.8%
c	13915	5.6%
t	13303	5.3%
Other values (14)	70764	28.4%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	239262	95.9%
Dash Punctuation	10163	4.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	25968	10.9%
i	25405	10.6%
s	19624	8.2%
g	19500	8.2%
r	16199	6.8%
a	15727	6.6%
o	14556	6.1%
n	14464	6.0%
c	13915	5.8%
t	13303	5.6%
Other values (13)	60601	25.3%

Dash Punctuation

Value	Count	Frequency (%)
-	10163	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	239262	95.9%
Common	10163	4.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	25968	10.9%
i	25405	10.6%
s	19624	8.2%
g	19500	8.2%
r	16199	6.8%
a	15727	6.6%
o	14556	6.1%
n	14464	6.0%
c	13915	5.8%
t	13303	5.6%
Other values (13)	60601	25.3%

Common

Value	Count	Frequency (%)
-	10163	100.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	249425	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
e	25968	10.4%
i	25405	10.2%
s	19624	7.9%
g	19500	7.8%
r	16199	6.5%
a	15727	6.3%
o	14556	5.8%
n	14464	5.8%
c	13915	5.6%
t	13303	5.3%
Other values (14)	70764	28.4%

category
Categorical

Distinct	127
Distinct (%)	0.6%
Missing	0
Missing (%)	0.0%
Memory size	46.6 KiB

State capitals	1475
Literary devices	1260
Genes to traits	958
Units and measurement	845
Classification	835
Other values (122)	15835

Length

Max length	35
Median length	29
Mean length	17.36241
Min length	4

Characters and Unicode

Total characters	368222
Distinct characters	57
Distinct categories	7 ?
Distinct scripts	2 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	9 ?
Unique (%)	< 0.1%

Sample

1st row	Geography
2nd row	Designing experiments
3rd row	Designing experiments
4th row	Literary devices
5th row	Engineering practices

Common Values

Value	Count	Frequency (%)
State capitals	1475	7.0%
Literary devices	1260	5.9%
Genes to traits	958	4.5%
Units and measurement	845	4.0%
Classification	835	3.9%
Materials	804	3.8%
Reference skills	697	3.3%
Sentences, fragments, and run-ons	677	3.2%
Designing experiments	646	3.0%
Magnets	617	2.9%
Other values (117)	12394	58.4%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	6252	12.8%
state	1475	3.0%
capitals	1475	3.0%
traits	1338	2.7%
literary	1260	2.6%
devices	1260	2.6%
classification	1101	2.3%
geography	998	2.0%
genes	958	2.0%
to	958	2.0%
Other values (195)	31636	64.9%

Most occurring characters

Value	Count	Frequency (%)
e	41254	11.2%
a	33131	9.0%
n	30189	8.2%
i	28720	7.8%
t	28364	7.7%
s	27802	7.6%
	27503	7.5%
r	19519	5.3%
c	17379	4.7%
o	16158	4.4%
Other values (47)	98203	26.7%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	314598	85.4%
Space Separator	27503	7.5%
Uppercase Letter	22404	6.1%
Other Punctuation	2947	0.8%
Dash Punctuation	704	0.2%
Decimal Number	54	< 0.1%
Control	12	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	41254	13.1%
a	33131	10.5%
n	30189	9.6%
i	28720	9.1%
t	28364	9.0%
s	27802	8.8%
r	19519	6.2%
c	17379	5.5%
o	16158	5.1%
l	12805	4.1%
Other values (15)	59277	18.8%

Uppercase Letter

Value	Count	Frequency (%)
S	3211	14.3%
C	2055	9.2%
A	1959	8.7%
M	1757	7.8%
G	1561	7.0%
P	1446	6.5%
L	1260	5.6%
E	1240	5.5%
R	1153	5.1%
D	1120	5.0%
Other values (12)	5642	25.2%

Decimal Number

Value	Count	Frequency (%)
1	27	50.0%
9	9	16.7%
2	9	16.7%
0	9	16.7%

Other Punctuation

Value	Count	Frequency (%)
,	2372	80.5%
:	487	16.5%
'	88	3.0%

Space Separator

Value	Count	Frequency (%)
	27503	100.0%

Dash Punctuation

Value	Count	Frequency (%)
-	704	100.0%

Control

Value	Count	Frequency (%)
	12	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	337002	91.5%
Common	31220	8.5%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	41254	12.2%
a	33131	9.8%
n	30189	9.0%
i	28720	8.5%
t	28364	8.4%
s	27802	8.2%
r	19519	5.8%
c	17379	5.2%
o	16158	4.8%
l	12805	3.8%
Other values (37)	81681	24.2%

Common

Value	Count	Frequency (%)
	27503	88.1%
,	2372	7.6%
-	704	2.3%
:	487	1.6%
'	88	0.3%
1	27	0.1%
	12	< 0.1%
9	9	< 0.1%
2	9	< 0.1%
0	9	< 0.1%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	368222	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
e	41254	11.2%
a	33131	9.0%
n	30189	8.2%
i	28720	7.8%
t	28364	7.7%
s	27802	7.6%
	27503	7.5%
r	19519	5.3%
c	17379	4.7%
o	16158	4.4%
Other values (47)	98203	26.7%

skill
Categorical

Distinct	379
Distinct (%)	1.8%
Missing	0
Missing (%)	0.0%
Memory size	52.6 KiB

Use guide words	697
Inherited and acquired traits: use evidence to support a statement	585
Compare physical and chemical changes	447
Read a map: cardinal directions	400
Compare magnitudes of magnetic forces	399
Other values (374)	18680

Length

Max length	100
Median length	63
Mean length	37.75811
Min length	4

Characters and Unicode

Total characters	800774
Distinct characters	64
Distinct categories	8 ?
Distinct scripts	2 ?
Distinct blocks	2 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	128 ?
Unique (%)	0.6%

Sample

1st row	Read a map: cardinal directions
2nd row	Identify the experimental question
3rd row	Identify the experimental question
4th row	Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement
5th row	Evaluate tests of engineering-design solutions

Common Values

Value	Count	Frequency (%)
Use guide words	697	3.3%
Inherited and acquired traits: use evidence to support a statement	585	2.8%
Compare physical and chemical changes	447	2.1%
Read a map: cardinal directions	400	1.9%
Compare magnitudes of magnetic forces	399	1.9%
Identify the Thirteen Colonies	398	1.9%
Compare properties of objects	381	1.8%
Classify logical fallacies	373	1.8%
Identify mammals, birds, fish, reptiles, and amphibians	342	1.6%
Use scientific names to classify organisms	341	1.6%
Other values (369)	16845	79.4%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
and	7516	6.5%
of	7115	6.1%
identify	6640	5.7%
the	5027	4.3%
compare	2648	2.3%
use	2282	2.0%
to	2089	1.8%
classify	1847	1.6%
a	1794	1.5%
or	1692	1.5%
Other values (710)	77499	66.7%

Most occurring characters

Value	Count	Frequency (%)
	94941	11.9%
e	87596	10.9%
t	63588	7.9%
s	58342	7.3%
a	56849	7.1%
n	50782	6.3%
i	50390	6.3%
o	43693	5.5%
r	36521	4.6%
d	28751	3.6%
Other values (54)	229321	28.6%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	668594	83.5%
Space Separator	94941	11.9%
Uppercase Letter	24987	3.1%
Other Punctuation	10800	1.3%
Dash Punctuation	753	0.1%
Decimal Number	645	0.1%
Open Punctuation	27	< 0.1%
Close Punctuation	27	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	87596	13.1%
t	63588	9.5%
s	58342	8.7%
a	56849	8.5%
n	50782	7.6%
i	50390	7.5%
o	43693	6.5%
r	36521	5.5%
d	28751	4.3%
c	27840	4.2%
Other values (17)	164242	24.6%

Uppercase Letter

Value	Count	Frequency (%)
I	9033	36.2%
C	5534	22.1%
U	1820	7.3%
W	1014	4.1%
R	944	3.8%
G	836	3.3%
T	804	3.2%
A	779	3.1%
E	712	2.8%
D	621	2.5%
Other values (12)	2890	11.6%

Decimal Number

Value	Count	Frequency (%)
0	305	47.3%
5	305	47.3%
7	27	4.2%
1	4	0.6%
8	2	0.3%
2	2	0.3%

Other Punctuation

Value	Count	Frequency (%)
,	6024	55.8%
:	2551	23.6%
?	1885	17.5%
'	306	2.8%
.	34	0.3%

Space Separator

Value	Count	Frequency (%)
	94941	100.0%

Dash Punctuation

Value	Count	Frequency (%)
-	753	100.0%

Open Punctuation

Value	Count	Frequency (%)
(	27	100.0%

Close Punctuation

Value	Count	Frequency (%)
)	27	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	693581	86.6%
Common	107193	13.4%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	87596	12.6%
t	63588	9.2%
s	58342	8.4%
a	56849	8.2%
n	50782	7.3%
i	50390	7.3%
o	43693	6.3%
r	36521	5.3%
d	28751	4.1%
c	27840	4.0%
Other values (39)	189229	27.3%

Common

Value	Count	Frequency (%)
	94941	88.6%
,	6024	5.6%
:	2551	2.4%
?	1885	1.8%
-	753	0.7%
'	306	0.3%
0	305	0.3%
5	305	0.3%
.	34	< 0.1%
(	27	< 0.1%
Other values (5)	62	0.1%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	800773	> 99.9%
None	1	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	94941	11.9%
e	87596	10.9%
t	63588	7.9%
s	58342	7.3%
a	56849	7.1%
n	50782	6.3%
i	50390	6.3%
o	43693	5.5%
r	36521	4.6%
d	28751	3.6%
Other values (53)	229320	28.6%

None

Value	Count	Frequency (%)
í	1	100.0%

lecture
Categorical

Distinct	262
Distinct (%)	1.2%
Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

	3410
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.	598
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.	397
Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.	341
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.	297
Other values (257)	16165

Length

Max length	3076
Median length	1283
Mean length	604.0637
Min length	0

Characters and Unicode

Total characters	12810983
Distinct characters	83
Distinct categories	14 ?
Distinct scripts	2 ?
Distinct blocks	3 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	11 ?
Unique (%)	0.1%

Sample

1st row	Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.
2nd row	Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
3rd row	Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
4th row	Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic.
5th row	People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured. Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves. First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind. Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved. Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.

Common Values

Value	Count	Frequency (%)
	3410	16.1%
Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.	598	2.8%
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.	397	1.9%
Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.	341	1.6%
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.	297	1.4%
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent. The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent. concentration = particles of solute / volume of solvent	295	1.4%
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere. Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day. Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.	294	1.4%
Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment. Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment? First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available. Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick. So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!	289	1.4%
Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.	288	1.4%
A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue. Dear Aunt Sue, I'm glad you could come to my party, and thank you for the birthday gift. I could not have asked for a better one! Every time I see it, I think of you. With love, Rory	288	1.4%
Other values (252)	14711	69.4%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	139563	6.3%
a	90363	4.1%
of	68632	3.1%
is	53845	2.4%
in	42474	1.9%
are	38089	1.7%
to	36541	1.6%
and	36291	1.6%
or	33470	1.5%
that	29168	1.3%
Other values (2908)	1657419	74.5%

Most occurring characters

Value	Count	Frequency (%)
	2124123	16.6%
e	1346526	10.5%
t	907748	7.1%
a	857476	6.7%
o	738548	5.8%
s	734933	5.7%
n	716000	5.6%
i	660258	5.2%
r	647459	5.1%
h	474907	3.7%
Other values (73)	3603005	28.1%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	10009681	78.1%
Space Separator	2124123	16.6%
Other Punctuation	312519	2.4%
Uppercase Letter	228753	1.8%
Control	85966	0.7%
Decimal Number	25262	0.2%
Math Symbol	14144	0.1%
Dash Punctuation	6066	< 0.1%
Other Symbol	1481	< 0.1%
Close Punctuation	1012	< 0.1%
Other values (4)	1976	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	1346526	13.5%
t	907748	9.1%
a	857476	8.6%
o	738548	7.4%
s	734933	7.3%
n	716000	7.2%
i	660258	6.6%
r	647459	6.5%
h	474907	4.7%
l	413820	4.1%
Other values (16)	2512006	25.1%

Uppercase Letter

Value	Count	Frequency (%)
T	46578	20.4%
A	37105	16.2%
I	25308	11.1%
F	18958	8.3%
S	16398	7.2%
W	10545	4.6%
M	7849	3.4%
O	7395	3.2%
E	7034	3.1%
C	6296	2.8%
Other values (14)	45287	19.8%

Other Punctuation

Value	Count	Frequency (%)
.	176513	56.5%
,	101151	32.4%
'	17058	5.5%
:	6325	2.0%
?	4057	1.3%
"	3768	1.2%
!	2528	0.8%
/	907	0.3%
;	118	< 0.1%
·	94	< 0.1%

Decimal Number

Value	Count	Frequency (%)
1	10080	39.9%
0	6556	26.0%
2	2506	9.9%
3	1375	5.4%
6	1053	4.2%
5	990	3.9%
8	939	3.7%
7	868	3.4%
4	677	2.7%
9	218	0.9%

Math Symbol

Value	Count	Frequency (%)
\|	13370	94.5%
=	727	5.1%
+	47	0.3%

Dash Punctuation

Value	Count	Frequency (%)
-	5309	87.5%
—	757	12.5%

Space Separator

Value	Count	Frequency (%)
	2124123	100.0%

Control

Value	Count	Frequency (%)
	85966	100.0%

Other Symbol

Value	Count	Frequency (%)
°	1481	100.0%

Close Punctuation

Value	Count	Frequency (%)
)	1012	100.0%

Open Punctuation

Value	Count	Frequency (%)
(	1012	100.0%

Modifier Symbol

Value	Count	Frequency (%)
^	746	100.0%

Format

Value	Count	Frequency (%)
	193	100.0%

Final Punctuation

Value	Count	Frequency (%)
’	25	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	10238434	79.9%
Common	2572549	20.1%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	1346526	13.2%
t	907748	8.9%
a	857476	8.4%
o	738548	7.2%
s	734933	7.2%
n	716000	7.0%
i	660258	6.4%
r	647459	6.3%
h	474907	4.6%
l	413820	4.0%
Other values (40)	2740759	26.8%

Common

Value	Count	Frequency (%)
	2124123	82.6%
.	176513	6.9%
,	101151	3.9%
	85966	3.3%
'	17058	0.7%
\|	13370	0.5%
1	10080	0.4%
0	6556	0.3%
:	6325	0.2%
-	5309	0.2%
Other values (23)	26098	1.0%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	12808433	> 99.9%
None	1768	< 0.1%
Punctuation	782	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	2124123	16.6%
e	1346526	10.5%
t	907748	7.1%
a	857476	6.7%
o	738548	5.8%
s	734933	5.7%
n	716000	5.6%
i	660258	5.2%
r	647459	5.1%
h	474907	3.7%
Other values (68)	3600455	28.1%

None

Value	Count	Frequency (%)
°	1481	83.8%
	193	10.9%
·	94	5.3%

Punctuation

Value	Count	Frequency (%)
—	757	96.8%
’	25	3.2%

solution
Categorical

Distinct	12952
Distinct (%)	61.1%
Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

	2006
The second closing is correct: Its first word is capitalized, and it ends with a comma.	82
The first closing is correct: Its first word is capitalized, and it ends with a comma.	75
Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.	74
The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.	62
Other values (12947)	18909

Length

Max length	2716
Median length	1154
Mean length	244.15098
Min length	0

Characters and Unicode

Total characters	5177954
Distinct characters	101
Distinct categories	14 ?
Distinct scripts	2 ?
Distinct blocks	4 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	12157 ?
Unique (%)	57.3%

Sample

1st row	To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.
2nd row
3rd row
4th row	The text uses apostrophe, a direct address to an absent person or a nonhuman entity. O goddess is a direct address to a goddess, a nonhuman entity.
5th row

Common Values

Value	Count	Frequency (%)
	2006	9.5%
The second closing is correct: Its first word is capitalized, and it ends with a comma.	82	0.4%
The first closing is correct: Its first word is capitalized, and it ends with a comma.	75	0.4%
Children do not inherit their parent's scars. Instead, scars are caused by the environment. People can get scars after they get hurt. So, having a scar is an acquired trait.	74	0.3%
The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.	62	0.3%
Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same. So, the strength of the magnetic force is the same in both pairs.	60	0.3%
Olympia is the capital of Washington.	57	0.3%
To predict if these magnets will attract or repel, look at which poles are closest to each other. The north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other.	55	0.3%
The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.	53	0.2%
Cheyenne is the capital of Wyoming.	52	0.2%
Other values (12942)	18632	87.9%

Length

Histogram of lengths of the category

Value	Count	Frequency (%)
the	76403	8.3%
is	35975	3.9%
a	34524	3.8%
of	25335	2.8%
in	17293	1.9%
to	14117	1.5%
and	13684	1.5%
it	12375	1.4%
are	10446	1.1%
that	9101	1.0%
Other values (14015)	665909	72.8%

Most occurring characters

Value	Count	Frequency (%)
	864891	16.7%
e	522339	10.1%
t	376878	7.3%
a	350915	6.8%
o	306545	5.9%
s	288929	5.6%
i	281655	5.4%
n	263806	5.1%
r	245406	4.7%
h	221921	4.3%
Other values (91)	1454669	28.1%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	3991939	77.1%
Space Separator	864891	16.7%
Other Punctuation	134199	2.6%
Uppercase Letter	130571	2.5%
Control	31142	0.6%
Decimal Number	17352	0.3%
Dash Punctuation	4288	0.1%
Open Punctuation	918	< 0.1%
Close Punctuation	918	< 0.1%
Other Symbol	777	< 0.1%
Other values (4)	959	< 0.1%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
e	522339	13.1%
t	376878	9.4%
a	350915	8.8%
o	306545	7.7%
s	288929	7.2%
i	281655	7.1%
n	263806	6.6%
r	245406	6.1%
h	221921	5.6%
l	168057	4.2%
Other values (27)	965488	24.2%

Uppercase Letter

Value	Count	Frequency (%)
T	30966	23.7%
S	14486	11.1%
A	14265	10.9%
I	11068	8.5%
B	8901	6.8%
P	6230	4.8%
C	5866	4.5%
L	5548	4.2%
M	4657	3.6%
N	4353	3.3%
Other values (16)	24231	18.6%

Other Punctuation

Value	Count	Frequency (%)
.	89313	66.6%
,	30902	23.0%
'	6205	4.6%
:	3632	2.7%
"	2595	1.9%
!	501	0.4%
?	497	0.4%
*	336	0.3%
;	167	0.1%
%	38	< 0.1%
Other values (2)	13	< 0.1%

Decimal Number

Value	Count	Frequency (%)
1	4329	24.9%
2	3488	20.1%
0	2933	16.9%
5	1607	9.3%
3	1287	7.4%
4	1015	5.8%
6	743	4.3%
9	673	3.9%
8	669	3.9%
7	608	3.5%

Dash Punctuation

Value	Count	Frequency (%)
-	4210	98.2%
—	67	1.6%
–	11	0.3%

Math Symbol

Value	Count	Frequency (%)
>	662	98.2%
+	10	1.5%
−	2	0.3%

Open Punctuation

Value	Count	Frequency (%)
(	917	99.9%
[	1	0.1%

Close Punctuation

Value	Count	Frequency (%)
)	917	99.9%
]	1	0.1%

Space Separator

Value	Count	Frequency (%)
	864891	100.0%

Control

Value	Count	Frequency (%)
	31142	100.0%

Other Symbol

Value	Count	Frequency (%)
°	777	100.0%

Modifier Symbol

Value	Count	Frequency (%)
^	280	100.0%

Final Punctuation

Value	Count	Frequency (%)
’	4	100.0%

Currency Symbol

Value	Count	Frequency (%)
$	1	100.0%

Most occurring scripts

Value	Count	Frequency (%)
Latin	4122510	79.6%
Common	1055444	20.4%

Most frequent character per script

Latin

Value	Count	Frequency (%)
e	522339	12.7%
t	376878	9.1%
a	350915	8.5%
o	306545	7.4%
s	288929	7.0%
i	281655	6.8%
n	263806	6.4%
r	245406	6.0%
h	221921	5.4%
l	168057	4.1%
Other values (53)	1096059	26.6%

Common

Value	Count	Frequency (%)
	864891	81.9%
.	89313	8.5%
	31142	3.0%
,	30902	2.9%
'	6205	0.6%
1	4329	0.4%
-	4210	0.4%
:	3632	0.3%
2	3488	0.3%
0	2933	0.3%
Other values (28)	14399	1.4%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	5177040	> 99.9%
None	830	< 0.1%
Punctuation	82	< 0.1%
Math Operators	2	< 0.1%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
	864891	16.7%
e	522339	10.1%
t	376878	7.3%
a	350915	6.8%
o	306545	5.9%
s	288929	5.6%
i	281655	5.4%
n	263806	5.1%
r	245406	4.7%
h	221921	4.3%
Other values (75)	1453755	28.1%

None

Value	Count	Frequency (%)
°	777	93.6%
é	16	1.9%
ż	9	1.1%
ł	9	1.1%
á	5	0.6%
ñ	5	0.6%
í	3	0.4%
ó	2	0.2%
è	1	0.1%
ø	1	0.1%
Other values (2)	2	0.2%

Punctuation

Value	Count	Frequency (%)
—	67	81.7%
–	11	13.4%
’	4	4.9%

Math Operators

Value	Count	Frequency (%)
−	2	100.0%

split
Categorical

Distinct	3
Distinct (%)	< 0.1%
Missing	0
Missing (%)	0.0%
Memory size	165.8 KiB

train	12726
test	4241
val	4241

Length

Max length	5
Median length	5
Mean length	4.4000849
Min length	3

Characters and Unicode

Total characters	93317
Distinct characters	9
Distinct categories	1 ?
Distinct scripts	1 ?
Distinct blocks	1 ?

The Unicode Standard assigns character properties to each code point, which can be used to analyse textual variables.

Unique

Unique	0 ?
Unique (%)	0.0%

Sample

1st row	train
2nd row	train
3rd row	train
4th row	test
5th row	test

Common Values

Value	Count	Frequency (%)
train	12726	60.0%
test	4241	20.0%
val	4241	20.0%

Length

Histogram of lengths of the category

Common Values (Plot)

Value	Count	Frequency (%)
train	12726	60.0%
test	4241	20.0%
val	4241	20.0%

Most occurring characters

Value	Count	Frequency (%)
t	21208	22.7%
a	16967	18.2%
r	12726	13.6%
i	12726	13.6%
n	12726	13.6%
e	4241	4.5%
s	4241	4.5%
v	4241	4.5%
l	4241	4.5%

Most occurring categories

Value	Count	Frequency (%)
Lowercase Letter	93317	100.0%

Most frequent character per category

Lowercase Letter

Value	Count	Frequency (%)
t	21208	22.7%
a	16967	18.2%
r	12726	13.6%
i	12726	13.6%
n	12726	13.6%
e	4241	4.5%
s	4241	4.5%
v	4241	4.5%
l	4241	4.5%

Most occurring scripts

Value	Count	Frequency (%)
Latin	93317	100.0%

Most frequent character per script

Latin

Value	Count	Frequency (%)
t	21208	22.7%
a	16967	18.2%
r	12726	13.6%
i	12726	13.6%
n	12726	13.6%
e	4241	4.5%
s	4241	4.5%
v	4241	4.5%
l	4241	4.5%

Most occurring blocks

Value	Count	Frequency (%)
ASCII	93317	100.0%

Most frequent character per block

ASCII

Value	Count	Frequency (%)
t	21208	22.7%
a	16967	18.2%
r	12726	13.6%
i	12726	13.6%
n	12726	13.6%
e	4241	4.5%
s	4241	4.5%
v	4241	4.5%
l	4241	4.5%

pid
Real number (ℝ)

HIGH CORRELATION UNIFORM UNIQUE

Distinct	21208
Distinct (%)	100.0%
Missing	0
Missing (%)	0.0%
Infinite	0
Infinite (%)	0.0%
Mean	10604.5

Minimum	1
Maximum	21208
Zeros	0
Zeros (%)	0.0%
Negative	0
Negative (%)	0.0%
Memory size	165.8 KiB

Quantile statistics

Minimum	1
5-th percentile	1061.35
Q1	5302.75
median	10604.5
Q3	15906.25
95-th percentile	20147.65
Maximum	21208
Range	21207
Interquartile range (IQR)	10603.5

Descriptive statistics

Standard deviation	6122.3666
Coefficient of variation (CV)	0.57733666
Kurtosis	-1.2
Mean	10604.5
Median Absolute Deviation (MAD)	5302
Skewness	0
Sum	2.2490024 × 10⁸
Variance	37483373
Monotonicity	Strictly increasing

Histogram with fixed size bins (bins=50)

Value	Count	Frequency (%)
1	1	< 0.1%
14146	1	< 0.1%
14144	1	< 0.1%
14143	1	< 0.1%
14142	1	< 0.1%
14141	1	< 0.1%
14140	1	< 0.1%
14139	1	< 0.1%
14138	1	< 0.1%
14137	1	< 0.1%
Other values (21198)	21198	> 99.9%

Minimum 10 values
Maximum 10 values

Value	Count	Frequency (%)
1	1	< 0.1%
2	1	< 0.1%
3	1	< 0.1%
4	1	< 0.1%
5	1	< 0.1%
6	1	< 0.1%
7	1	< 0.1%
8	1	< 0.1%
9	1	< 0.1%
10	1	< 0.1%

Value	Count	Frequency (%)
21208	1	< 0.1%
21207	1	< 0.1%
21206	1	< 0.1%
21205	1	< 0.1%
21204	1	< 0.1%
21203	1	< 0.1%
21202	1	< 0.1%
21201	1	< 0.1%
21200	1	< 0.1%
21199	1	< 0.1%

pid

pid

Auto

Heatmap
Table

	pid	answer	task	grade	subject	topic	split
pid	1.000	1.000	1.000	1.000	1.000	1.000	1.000
answer	1.000	1.000	0.070	0.086	0.263	0.219	0.000
task	1.000	0.070	1.000	0.150	0.145	0.438	0.004
grade	1.000	0.086	0.150	1.000	0.419	0.331	0.015
subject	1.000	0.263	0.145	0.419	1.000	0.999	0.007
topic	1.000	0.219	0.438	0.331	0.999	1.000	0.017
split	1.000	0.000	0.004	0.015	0.007	0.017	1.000

Count
Matrix

A simple visualization of nullity by column.

Nullity matrix is a data-dense display which lets you quickly visually pick out patterns in data completion.

First rows
Last rows

	question	choices	answer	hint	image	task	grade	subject	topic	category	skill	lecture	solution	split	pid
0	Which of these states is farthest north?	[West Virginia, Louisiana, Arizona, Oklahoma]	0		image.png	closed choice	grade2	social science	geography	Geography	Read a map: cardinal directions	Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.	To find the answer, look at the compass rose. Look at which way the north arrow is pointing. West Virginia is farthest north.	train	1
1	Identify the question that Tom and Justin's experiment can best answer.	[Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?, Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?]	1	The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nTom placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tom launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Justin measured the distance between the catapult and the place where the ball hit the ground. Tom and Justin repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.\nFigure: a catapult for launching ping pong balls.	image.png	closed choice	grade8	natural science	science-and-engineering-practices	Designing experiments	Identify the experimental question	Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?		train	2
2	Identify the question that Kathleen and Bryant's experiment can best answer.	[Does Kathleen's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?, Does Kathleen's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?]	0	The passage below describes an experiment. Read the passage and then follow the instructions below.\n\nKathleen applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Bryant timed each ride. Kathleen and Bryant calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.\nFigure: snowboarding down a hill.	image.png	closed choice	grade7	natural science	science-and-engineering-practices	Designing experiments	Identify the experimental question	Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\nExamples of questions that this experiment can answer include:\nDoes soil type affect the height of daffodil plants?\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?		train	3
3	Which figure of speech is used in this text?\nSing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans.\n—Homer, The Iliad	[chiasmus, apostrophe]	1		None	closed choice	grade11	language science	figurative-language	Literary devices	Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement	Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nAnaphora is the repetition of the same word or words at the beginning of several phrases or clauses.\nWe are united. We are powerful. We are winners.\nAntithesis involves contrasting opposing ideas within a parallel grammatical structure.\nI want to help, not to hurt.\nApostrophe is a direct address to an absent person or a nonhuman entity.\nOh, little bird, what makes you sing so beautifully?\nAssonance is the repetition of a vowel sound in a series of nearby words.\nTry to light the fire.\nChiasmus is an expression in which the second half parallels the first but reverses the order of words.\nNever let a fool kiss you or a kiss fool you.\nUnderstatement involves deliberately representing something as less serious or important than it really is.\nAs you know, it can get a little cold in the Antarctic.	The text uses apostrophe, a direct address to an absent person or a nonhuman entity.\nO goddess is a direct address to a goddess, a nonhuman entity.	test	4
4	Which of the following could Gordon's test show?	[if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour, how steady a parachute with a 1 m vent was at 200 km per hour, whether a parachute with a 1 m vent would swing too much at 400 km per hour]	1	People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.\nThe passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.\n\nGordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.\nSo, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.\nFigure: a spacecraft's parachute in a wind tunnel.	image.png	closed choice	grade8	natural science	science-and-engineering-practices	Engineering practices	Evaluate tests of engineering-design solutions	People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.\nImagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.\nFirst, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.\nThen, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.\nTests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.		test	5
5	What does the verbal irony in this text suggest?\nAccording to Mr. Herrera's kids, his snoring is as quiet as a jackhammer.	[The snoring is loud., The snoring occurs in bursts.]	0		None	closed choice	grade8	language science	figurative-language	Literary devices	Interpret figures of speech	Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.\nVerbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.\nOlivia seems thrilled that her car keeps breaking down.\nEach breakdown is as enjoyable as a punch to the face.	The text uses verbal irony, which involves saying one thing but implying something very different.\nAs quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Herrera's snoring.	val	6
6	Which animal's mouth is also adapted for bottom feeding?	[discus, armored catfish]	1	Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.\nThe 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nFigure: sturgeon.	image.png	closed choice	grade3	natural science	biology	Adaptations	Animal adaptations: beaks, mouths, and necks	An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\nThe shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.	Look at the picture of the sturgeon.\nThe sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.\nNow look at each animal. Figure out which animal has a similar adaptation.\nThe armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.\nThe discus's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.	val	7
7	Is this a sentence fragment?\nDuring the construction of Mount Rushmore, approximately eight hundred million pounds of rock from the mountain to create the monument.	[no, yes]	1		None	yes or no	grade12	language science	writing-strategies	Sentences, fragments, and run-ons	Identify sentence fragments	A sentence is a group of words that expresses a complete thought.\nThe band I'm in has been rehearsing daily because we have a concert in two weeks.\nA sentence fragment is a group of words that does not express a complete thought.\nRehearsing daily because we have a concert in two weeks.\nThis fragment is missing a subject. It doesn't tell who is rehearsing.\nThe band I'm in.\nThis fragment is missing a verb. It doesn't tell what the band I'm in is doing.\nBecause we have a concert in two weeks.\nThis fragment is missing an independent clause. It doesn't tell what happened because of the concert.	This is a sentence fragment. It does not express a complete thought.\nDuring the construction of Mount Rushmore, approximately eight hundred million pounds of rock from the mountain to create the monument.\nHere is one way to fix the sentence fragment:\nDuring the construction of Mount Rushmore, approximately eight hundred million pounds of rock were removed from the mountain to create the monument.	val	8
8	Which tense does the sentence use?\nMona will print her name with care.	[present tense, future tense, past tense]	1		None	closed choice	grade2	language science	verbs	Verb tense	Is the sentence in the past, present, or future tense?	Present tense verbs tell you about something that is happening now.\nMost present-tense verbs are regular. They have no ending, or they end in -s or -es.\nTwo verbs are irregular in the present tense, to be and to have. You must remember their forms.\nPast tense verbs tell you about something that has already happened.\nMost past-tense verbs are regular. They end in -ed.\nSome verbs are irregular in the past tense. You must remember their past-tense forms.\nFuture tense verbs tell you about something that is going to happen.\nAll future-tense verbs use the word will.\nPresent \| Past \| Future\nwalk, walks \| walked \| will walk\ngo, goes \| went \| will go	The sentence is in future tense. You can tell because it uses will before the main verb, print. The verb tells you about something that is going to happen.	train	9
9	Complete the sentence.\nSewing an apron is a ().	[chemical change, physical change]	1		None	closed choice	grade4	natural science	chemistry	Physical and chemical change	Identify physical and chemical changes	Chemical changes and physical changes are two common ways matter can change.\nIn a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.\nBurning a piece of paper is a chemical change. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.\nIn a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.\nCutting a piece of paper is a physical change. The cut pieces are still made of paper.\nA change of state is a type of physical change. For example, ice melting is a physical change. Ice and liquid water are made of the same type of matter: water.	Sewing an apron is a physical change. The fabric and thread that make up the apron get a new shape, but the type of matter in each of them does not change.	train	10

	question	choices	answer	hint	image	task	grade	subject	topic	category	skill	lecture	solution	split	pid
21198	Which continent is highlighted?	[Asia, Europe, Australia, North America]	1		image.png	closed choice	grade5	social science	geography	Oceans and continents	Identify oceans and continents	A continent is one of the major land masses on the earth. Most people say there are seven continents.	This continent is Europe.	test	21199
21199	What is the direction of this push?	[away from the bulldozer, toward the bulldozer]	0	A bulldozer clears a path for a new road. A force from the bulldozer pushes loose dirt out of the way.	image.png	closed choice	grade4	natural science	physics	Force and motion	Identify directions of forces	A force is a push or a pull that one object applies to another. Every force has a direction.\nThe direction of a push is away from the object that is pushing.\nThe direction of a pull is toward the object that is pulling.	The bulldozer pushes the loose dirt. The direction of the push is away from the bulldozer.	test	21200
21200	Which word does not rhyme?	[tree, save, bee]	1		None	closed choice	grade1	language science	phonological-awareness	Rhyming	Which word does not rhyme?	Rhyming words are words that end with the same sound.\nThe words tip and slip rhyme. They both end with the ip sound.\nThe words lake and make rhyme. They both end with the ake sound.\nThe words tip and lake don't rhyme. They end with different sounds.	The words tree and bee rhyme. They both end with the ee sound.\nThe word save does not rhyme. It ends with a different sound.	train	21201
21201	Which sentence uses a metaphor?	[Mr. Kent's legs were as long as sunflower stalks., Mr. Kent's long legs were sunflower stalks.]	1		None	closed choice	grade4	language science	figurative-language	Literary devices	Identify similes and metaphors	Similes and metaphors are figures of speech that compare two things that are not actually alike.\nA simile compares two things by saying that one is like the other. Similes often use the words like and as.\nMy sister runs like a cheetah.\nThe sister's running and a cheetah's running are compared using the word like.\nA cheetah is known for running fast, so the simile means that the sister also runs fast.\nThe cat's fur was as dark as the night.\nThe cat's fur and the night are compared using the word as.\nThe night is dark, so the simile means that the cat's fur is also dark.\nA metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.\nThe snow formed a blanket over the town.\nThe snow and a blanket are compared without the word like or as.\nA blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.\nUsing similes and metaphors in your writing can help you create an interesting picture for the reader.	This sentence uses a metaphor:\nMr. Kent's long legs were sunflower stalks.\nThe words legs and sunflower stalks are compared without the word like or as.\nThis sentence uses a simile:\nMr. Kent's legs were as long as sunflower stalks.\nThe words legs and sunflower stalks are compared using the word as.	train	21202
21202	Which country is highlighted?	[Trinidad and Tobago, Haiti, the Dominican Republic, Dominica]	2		image.png	closed choice	grade6	social science	geography	The Americas: geography	Identify and select countries of the Caribbean		This country is the Dominican Republic.\nWhy does the Dominican Republic share its island with another country?\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences.	train	21203
21203	What information supports the conclusion that Tom acquired this trait?	[Tom's scar was caused by an accident. He cut his leg when he fell off his skateboard., Tom's scar is on his left knee. His mother also has a scar on her left knee., Tom's brother has scars on both of his knees.]	0	Read the description of a trait.\nTom has a scar on his left knee.	None	closed choice	grade7	natural science	biology	Genes to traits	Inherited and acquired traits: use evidence to support a statement	Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.		train	21204
21204	Which correctly shows the title of a movie?	[Return to oz, Return to Oz]	1		None	closed choice	grade4	language science	capitalization	Formatting	Capitalizing titles	In a title, capitalize the first word, the last word, and every important word in between.\nThe Wind in the Willows James and the Giant Peach\nThese words are not important in titles:\nArticles, a, an, the\nShort prepositions, such as at, by, for, in, of, on, to, up\nCoordinating conjunctions, such as and, but, or	Capitalize the first word, the last word, and every important word in between. The word to is not important, so it should not be capitalized.\nThe correct title is Return to Oz.	train	21205
21205	Which is a complete sentence?	[Amy is from Greenwood now she lives in Wildgrove., This book explains the difference between cattle and buffalo.]	1		None	closed choice	grade3	language science	writing-strategies	Sentences, fragments, and run-ons	Is it a complete sentence or a run-on?	A sentence is a group of words that forms a complete thought. It has both a subject and a verb.\nMy friends walk along the path.\nA run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.\nI knocked on the door it opened.\nIt started raining, we ran inside.\nTo fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence.\nI knocked on the door. It opened.\nIt started raining. We ran inside.\nYou can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.\nI knocked on the door, and it opened.\nIt started raining, so we ran inside.	This book explains the difference between cattle and buffalo is a complete sentence. The subject is this book, and the verb is explains.	test	21206
21206	What information supports the conclusion that Rick inherited this trait?	[Rick's coworker also has curly hair., Rick's biological father has curly hair., Rick and his biological parents have brown hair.]	1	Read the description of a trait.\nRick has curly hair.	None	closed choice	grade7	natural science	biology	Genes to traits	Inherited and acquired traits: use evidence to support a statement	Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.\nInherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.\nAcquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring.		val	21207
21207	Which of these states is farthest east?	[North Dakota, Washington, Pennsylvania, New Mexico]	2		image.png	closed choice	grade3	social science	geography	Geography	Read a map: cardinal directions	Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.	To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Pennsylvania is farthest east.	train	21208

Overview

Variables

Common Values

Length

Most occurring characters

Most occurring categories

Most frequent character per category

Lowercase Letter

Uppercase Letter

Other Punctuation

Decimal Number

Dash Punctuation

Close Punctuation

Open Punctuation

Space Separator

Control

Other Symbol

Currency Symbol

Nonspacing Mark

Math Symbol

Most occurring scripts

Most frequent character per script

Latin

Common

Inherited

Most occurring blocks

Most frequent character per block

ASCII

Punctuation

None

Diacriticals

Common Values

Length

Common Values (Plot)

Most occurring characters

Most occurring categories

Most frequent character per category

Decimal Number

Most occurring scripts

Most frequent character per script

Common

Most occurring blocks

Most frequent character per block

ASCII

Common Values

Length

Most occurring characters

Most occurring categories

Most frequent character per category

Lowercase Letter

Uppercase Letter

Other Punctuation

Decimal Number

Dash Punctuation

Close Punctuation

Open Punctuation

Math Symbol

Space Separator

Control

Other Symbol

Currency Symbol

Final Punctuation

Most occurring scripts

Most frequent character per script

Latin

Common

Most occurring blocks

Most frequent character per block

ASCII

None

Punctuation

Math Operators

Common Values

Length

Common Values (Plot)

Most occurring characters

Most occurring categories

Most frequent character per category

Lowercase Letter

Other Punctuation